Abstract
BackgroundDespite extensive research data indicating that cooperative learning promotes higher achievement, the creation of positive relationships, and greater psychological health for students at all levels in their education, cooperative learning as a teaching strategy is still underutilized in undergraduate medical education.MethodsA cooperative learning task was introduced as part of the mandatory first Year undergraduate Pathology course. The task was to create an 8.5" × 11" poster summary of pre-assigned content in self-chosen groups of four or five students. On the designated "Poster Day," the posters were displayed and evaluated by the students using a group product evaluation. Students also completed an individual group process reflection survey. An objective evaluation of their understanding was gauged at the midterm examination by specific content-related questions.ResultsMajority (91–96%) of students judged the group products to be relevant, effective, easy-to-understand, and clearly communicated. The majority of the students (90–100%) agreed that their group process skills of time management, task collaboration, decision-making and task execution were effective in completing this exercise. This activity created a dynamic learning environment as was reflected in the students' positive, professional discussion, and evaluation of their posters. The content-related questions on the midterm examination were answered correctly by 70–92% of the students. This was a mutually enriching experience for the instructor and students.ConclusionThese findings demonstrate that cooperative learning as a teaching strategy can be effectively incorporated to address both content and interpersonal skill development in the early years of undergraduate medical education.
Highlights
Despite extensive research data indicating that cooperative learning promotes higher achievement, the creation of positive relationships, and greater psychological health for students at all levels in their education, cooperative learning as a teaching strategy is still underutilized in undergraduate medical education
The context Ninety first Year medical and dental students enrolled in the compulsory undergraduate Pathology course at the University of Saskatchewan participated in this study approved by the institution's ethical review committee
The co-operative learning task The distinguishing feature of cooperative learning is the attainment of two distinct goals: (a) the group creates a viable group product, and (b) that the groups' process maintains the integrity of the interpersonal relationships
Summary
Despite extensive research data indicating that cooperative learning promotes higher achievement, the creation of positive relationships, and greater psychological health for students at all levels in their education, cooperative learning as a teaching strategy is still underutilized in undergraduate medical education. Extensive research data indicates that cooperative learning promotes higher achievement and greater psychological health for students at all levels in their education, in addition to creating positive interper-. In its various forms such as collaborative learning, teams, small groups, task teams, problem-based learning groups, case-based groups and others, is not unusual in medical practice and in the final years of clinical training [5]. Five key elements distinguish Cooperative Learning (CL) from other forms of group work [4,6,7]
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